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Communicating

Our
Concerns

AnIntegratedProject
For10thGradeStudentsinaMultimediaPathway

Designedby:
TiffanyHolliday,
JamieKing,
and
NateWallis

For:IntegratedCurriculumDesign,Instruction,and
Assessment

TableofContents

Introduction/Unit Description
Essential Questions
Student Learning and Performance Measures
Lesson Sequence
Work Based Learning
Lessons
:
English
Students learn what to do and not do when creating questions for a survey.
Created by: Tiffany Holliday

English
Students learn the various parts, structure, and format of an annotated bibliography.
Created by Tiffany Holliday
English
Students will experience how word choice and order can affect the tone of something
and apply that knowledge to drafting the scripts to their PSAs. The worksheet used here
will also be used in their Video Productions class so not all parts will be completed in
this class.
Created by Tiffany Holliday
English
After learning common advertising techniques students will analyze ads to identify the
techniques and evaluate their effectiveness.
Created by Tiffany Holliday
Science
The students learn and analyze the important differences between bacteria and viruses
with respect to their requirements for growth and replication.
Created by Jamie King
Science
The students learn the role of skin and the immune system as the body's primary
defenses against bacterial and viral infections.
Created by Jamie King

Science
The students learn the role of antibiotics and vaccinations as effective treatments for a variety
of infections.
Created by Jamie King

Digital Media
Planning:Thestudentswilllearnaboutandbeabletodemonstratetheabilitytoplan
foraudio,graphicimages,stillimages,andvideoimagesthattietothemessageofthe
upcomingvideo.

Created by Nate Wallis


Digital Media
Capturingvideo:Thestudentswilllearnaboutandbeabletocaptureandcollect
audioandvideothatmatchesadevelopedscript.

Created by Nate Wallis


Digital Media
Digital video editing: The students will learn about the specifics of using digital video
software (iMovie and/or Final Cut Pro) to edit a final video project.
Created by Nate Wallis

Culminating Experience

Integrated Project Rubric


Student Products
English-Script
Science- Information One Sheet
Digital Media - PSA

Introduction/UnitDescription

Acohortoftenthgradestudentswhoshareavideoproduction,biology,andEnglish
classwillcreateavideopublicserviceannouncementthat
addressesahealthissue
facingstudentsattheschool
andmustincludefactualinformationthatsupports
concernsofthestudentsand
stepstoremedythesituation
basedonresearch.Thisunit
willtakeplaceinthefirstsemesterandwilllast4weeks.Thiswillcoincidewiththe
secondunitoftheDigitalMediaclasswherestudentsaregettinganintroductionto
digitalvideobyproducingavideoPSAwithvoiceover.Atthistimeduringthebiology
classstudentsarelearningaboutvirusesandbacteriaandhowthehumanbodyisset
uptodefenditselfagainstboth.SinceEnglishcurriculumisabitmoreflexible,the
instructionaround
research,writingnarratives,andanalyzingpersuasivetechniques
canbefitintothisunit.Inordertomaketheprojectrelevanttostudentstheywill
conductasurveytheycreateandadministertostudents
oncampus.Thesurveywillask
questionsaboutthehealthissuesthatstudentsfaceandalsoassessthelevelof
knowledgearoundbacterialandviralinfectionsandtheirtransmission.Another
possibilityislookingattheHealthyKidsSurvey(takenbyallstudentseveryyear)dataif
theteachercangetaccesstoit.Thesurvey(s)shouldhelpstudents
identifyatopic
for
theirPSA.However,sincethebiologycomponentisfocusedonbacteriaandviruses,
whenselectingatopicforthePSA,studentswillhavetofocusononeofthose.Some
possibilitiesmightincludethecommoncoldorflu,sexuallytransmittedinfections,
mononucleosis,etc.

TheEnglishclasswillworkasanintermediarybetweentheDigitalVideoclassandthe
biologyclass,supportingtheworkineachofthosethroughcommoncorealigned
lessons.ThescriptwritingforthePSAwillhappeninboththeDigitalVideoclassand
theEnglishclass.ResearchskillslearnedintheEnglishclasscanbeappliedto
researchdonefortheInfoFactSheetassignmentinthebiologyclass.

Theculminatingexperiencewillbetwofold:the
videoPSAs
willbeplayedduring
morningvideo
announcements
andatacommunity
healthfair
hostedattheschool.

EssentialUnitQuestion:
Whatroledoescommunicationplayinthehealthofacommunity?

Studentsgeneratetopicalquestionsforeachsubjectarea.
Asstudentsbegintheirworkforthisprojectthey
developquestions
theymightneedto
answerinordertocompletetheassignment.Thiswillhelpfocustheirresearchandworktime.
Possibilitiesinclude:

HowcanIbestcommunicateideasandinformationtostudentsoncampus?
Whathealthissuesdostudentsatourschoolface?
Howdoesoursociety/communityusepublicserviceannouncementstocommunicate
information?
Whatadvertisingtechniquesaremosteffectiveincommunicatingpublichealthinformation?
Howdoesthebodydefenditselfagainstdiseaseandillness?
Whatarerelatedcareerstopublichealthanddigitalmedia?

LISTOFMAJORSTUDENTLEARNINGANDPERFORMANCEMEASURESFORTHE
ENTIREUNIT:

VideoProduction

English

Biology

Planning
:
Demonstratetheabilityto
planforaudio,graphic
images,stillimages,and
videoimagesthattietothe
messageoftheupcoming
video.

Demonstratetheabilityto
planforavideoproduction:
decideteamroles
,develop
storyboard,anddetermine
necessaryimages

ReadingInformational
Text6
:Determinean
authorspointofview
or
purposeinatextand
analyzehowanauthoruses
rhetoric
toadvancethat
pointofvieworpurpose.

HSLS41.Communicate
ScientificInformation:

Studentswillanalyzeand
describetheroleoftheskin
inproviding
nonspecific
defensesagainstinfection
.

Production
:
Captureand
collect
audio
andvideotocompletea
projectwithascript.

Utilizedigital
editing
equipmenttocompletethe
project.

WritingStandards3ae:
Writenarratives
todevelop
realorimaginedexperiences
oreventsusing
effectivetechnique,
wellchosendetails,and
wellstructuredevent
sequences.
a.
Engageandorientt
he
readerbysettingouta
problem,situation,or
observation,establishing
oneormultiplepoint(s)of
view,and
introducinganarratorand/or
characterscreateasmooth
progression

HSLS44.ConstructAn
ExplanationBasedon
Evidence:

Thestudentswillanalyzethe
environmenttodetermine
typesofdiseases/illnesses
/infectionincluding
bacterial/viral
,howthey
grow,primarydefenses.

ofexperiencesorevents.
b.Use
narrativetechniques
,
suchasdialogue,pacing,
description,
reflection,andmultipleplot
lines,todevelop
experiences,events,
and/orcharacters.
c.Useavarietyof
techniquesto
sequence
events
sothattheybuildon
oneanothertocreatea
coherentwhole.
d.Useprecisewordsand
phrases,tellingdetails,and
sensorylanguage
to
conveyavividpicture
of
theexperiences,events,
setting,and/or
characters.
e.Providea
conclusion
that
followsfromandreflectson
whatis
experienced,observed,or
resolvedoverthecourseof
thenarrative.

WritingStandard8:
Gatherrelevantinformation
frommultipleauthoritative
printanddigital
sources
,usingadvanced
searcheseffectivelyassess
theusefulnessof
eachsourceinanswering
theresearchquestion
integrateinformation
intothetextselectivelyto
maintaintheflowofideas,
avoidingplagiarism
andfollowingastandard
formatforcitationincluding
footnotesand
endnotes.

HSLS45.Evaluatethe
EvidenceSupportinga
Claim:

Studentswillevaluatethe
medicalcapabilitiesofthat
timetodetermine
appropriatecoursesof
medicaltreatments
(vaccinations/antibiotics/hom
eremedies)ordetermineif
medicaltreatmentislacking
andwhy.

SpeakingandListening
Standard4:

HSLS41:Communicate
ScientificInformation:
6

Presentclaimsandfindings
(e.g.,argument,
narrative,informative,
responsetoliterature
presentations),sequencing
ideaslogicallyand
usingpertinentdescriptions,
facts,anddetails
andnonverbalelementsto
accentuatemain
ideasorthemesuse
appropriateeyecontact,
adequatevolume,andclear
pronunciation.CA
a.
Plananddeliveran
informative/explanatory
presentation
that:developsa
topicwith
relevantfacts,definitions,
andconcrete
detailsusesappropriate
transitionsto
clarifyrelationshipsuses
preciselanguage
anddomainspecific
vocabularyand
providesastrong
conclusion.

Studentwillexplainwhyan
individualwitha
compromisedimmune
system(
forexample,a
personwithAIDS)maybe
unabletofightoffand
surviveinfectionsby
microorganismsthatare
usuallybenign.

LESSONSEQUENCE:

Subject

Week1

Week2

Week3

Week4

Video
Planning
Production

GatheringImages

Textand
Graphics

Editingand
audio

English

Analysisof
Persuasive
surveyresults
techniques
(PPTor
in
Infographicshort
advertising
presentationby Scriptwriting
groupsto
analyzefindings)
Annotated
bibliography

Writingand
conductinga
survey
Research
skills

Related
careers
Script
revisions
Culminating
experience
preparation

Biology

Viruses&
Bacteria

BodyDefenses:Skin OtherDefenses: InformationFact


andImmuneSystem Antibioticsand
Sheet
Vaccinations

WORKBASEDLEARNING:
Therewillbeseveralopportunitiesforstudentstoexperienceworkbasedlearningactivities
thatspanthecontinuumofworkbasedlearning.

CareerJournal
Throughouttheunitstudents
keepajournalofcareers
thattheyare
exposedtoordirectlylearnaboutineachofthethreeclasses.Inthevideoproductionclass
theyare
obviouslylearningaboutauthenticcareersthere
,sotheEnglishandbiologyteachers
wouldneedtobealittlemoredeliberateaboutmakingstudentsawareofpossiblecareer
connections.Forexample,inEnglishstudentsmakeajournalentryaboutacareerwithinan
advertisingagency
whendiscussingadvertisingtechniquesusedbymarketers.Inthejournal
studentswouldkeeptrackofthingslikeeducationand/ortrainingneededforthejob,salary
ranges,joboutlook,skillsandtraitsneededtodothejobwell,adayinthelife,etc.

VideoProductionRoles
Inthevideoproductionclasswhenthestudentsareworkingon
creatingtheirvideoPSAs,
eachstudentwillhavethejobrelatedtotheindustry
.The
studentswilltakeontherolesof
productiondesigner,videographer,andeditor
.Asa
productiondesigner,theywillberesponsiblefortheorganizationoftheplanningofthe
projectasavideographer,thewillberesponsiblefortheorganizationofcapturingthevideo
and/orobtainingtheimagesforthevideofortheeditor,theywillhavetheresponsibilityof
completingtheeditingofthevideoandaddinggraphicimagesaswellasotherdigitalvideo
effects.Thestudentswilltakeontherolesandresponsibilitiesofthatspecificjobduringthe
timetheyworkonthisproject.Throughouttheunit,studentswillbegivenopportunitiesto
completeeachoftheserolestopracticethespecificjob.Studentswillcompletea
selfassessmentattheendoftheunitthatwillaskthemtoreflectonhowwelltheydidtheir
job
.
Additionalworkbasedlearningopportunitieswillbetohave
industryprofessionalspresent
specificpiecesofvideoproductionaswellasbeavailableforstudentstoaskquestions
about
thespecificculminatingproject.Onceprojectsarecompleted,studentswill
present
thefinal
publicserviceannouncementtoa
panelofteachers,students,andanindustryprofessional
to
explainwhatthepublicserviceannouncementisandwhytheyincludedtheinformation
presented.

GuestSpeakers

Eachteacher
willberesponsibleforsecuring
atleastoneguestspeaker
duringtheunit.Possibilitiesincludeavideoproductioncrewmember,anadvertisingor
marketingagencyemployee,apublichealthcommunicationsdirector,andadoctor(maybea
dermatologist)ormedicalresearcher.Studentswillcompletean
evaluationorreflection
after

eachguestspeakerpresentationthatwillhavethemmakeconnectionsbetweenthepathway
outcomesandwhatthespeakerspresented.

LESSONPLANS

SubjectArea

LessonTitle

Description

English

Writingeffectivesurvey
questions

Studentslearnthedosanddontsof
writingeffectivesurveyquestionsand
thengeneratetheirownforasurveythat
investigatesthehealthissuesfacedby
studentsoncampus.Theyalsoroleplay
askingtheirpeerstoparticipateinthe
survey.

English

AnatomyofanAnnotated
Bibliography

Studentslearnthecomponentsand
correctformatofanannotated
bibliography.

English

ScriptWriting

Studentslearnhowwordchoicecan
affecttoneandbeginselectingemotions
theywanttogetacrossintheirPSA
usingatemplateandstepbystep
worksheet.

English

AdvertisingandPersuasive
Techniques

Afterlearningbasicyetcommon
advertisingtechniquesstudentsidentify
andanalyzetheminsamplecommercials
andPSAs.

VideoProduction Storyboarding

Studentswilllearnabouttheimportance
ofstoryboardingandhowtostoryboard
usingagraphicorganizerand/ora
foldable

VideoProduction GatheringImages

Studentswillworktogainan
understandingofhowtocaptureimages
throughcollectionofdigitalimagesand
howtogathertheirownimages.
StudentswillfindunderstandtheRuleof
Thirdsandvarioustypesofshots
(closeups,wideshots,etc.),andthe
purposeandeffectsofthetypesofshots

VideoProduction TextandGraphics

Studentswillstudyhowtodigitallyadd
textandgraphicstoimagesthrough
digitalvideoeditingprogramsandshow
9

anunderstandingofhowthetextand
imagescanaddeffectstothemessage.
VideoProduction Editing

Studentswillbeabletoblendstillimages
withvideoimagesaswellasaddtext,
graphics,andaudiovoiceoverto
effectivelytransmitamessage.

Biology

Viruses&Bacteria

Thestudentslearnandanalyzethe
importantdifferencesbetweenbacteria
andviruseswithrespecttotheir
requirementsforgrowthandreplication.

Biology

BodyDefenses:Skinand
ImmuneSystem

Thestudentslearntheroleofskinand
theimmunesystemasthebody's
primarydefensesagainstbacterialand
viralinfections.

Biology

OtherDefenses:Antibiotics
andVaccinations

Thestudentslearntheroleofantibiotics
andvaccinationsaseffectivetreatments
foravarietyofinfectionsinfections.

Lessons: English
Lesson Title: DESIGNING AND ADMINISTERING A SURVEY
Subject: English

Overview: Students learn what to do and not do when creating


questions for a survey
Connection to Culminating Experience: Students will conduct a
survey of their own to identify common health issues that high
school students face. One of those issues will be the basis for their
Video PSA.

Time: 45-55 minute period

Materials/Supplies/Equipment:

Power Point with definitions and examples

Role-play cards

Essential Question for this unit: What role does


communication play in the health of a
community?
[HT1]
Topical Essential Questions for this unit:
How do we identify the health needs of a
community?
Goals/Objectives:
Students will be know and be able to

Write survey questions with a balance of


positive/negative and factual/preferential
questions

Successfully get a peer to participate in the


survey through practice with a role play scenario
Lesson Activities:
Lesson Introduction
Do Now warm-up prompt: What are the various
purposes for and uses of a survey?
Students have +/- 5 minutes to complete

10

Prior Student Learning:


Students have been learning about infectious diseases, and how the
body defends itself against them in their biology class.

Lesson Development
Direct Instruction: Notes
Students take notes from a Power Point
presentation about tips for writing good, useful
survey questions. The topics include: biased
questions, questions that assume what they ask,
double barreled questions, confusing or wordy
questions, and unrelated questions. Examples
and non-examples are provided and analyzed.
Question Development
Now students start developing their own
questions for a survey that will attempt to
identify the health concerns of their peers on
campus. Based on information from their biology
class, students will also generate questions that
will help to analyze the level of knowledge
students have about infectious disease and
illness and transmission. Working in pairs
students write questions and compare them to
the types of questions good surveys
do not have
.
Role-Play
Groups of 3 students are given role play cards
that outline potential conversations around
approaching peers and getting them to
participate in the survey. Each student plays a
different role in the group: student administering
survey, peer being asked to do survey, and
observer. After the scene the observer
provides feedback to the student administering
the survey.
Lesson Closure:
Ask students to predict any challenges they might
face in getting other students to participate in
the survey and help problem-solve or brainstorm
ideas for how to overcome.
Work Based Learning: Students get the chance to
practice communication skills with their peers
when they role-play how to approach other
students and ask them to participate by
responding to the survey.
Student Assessment Artifacts
First student artifact:
List of survey questions

11

Second student artifact:


Observation of role-plays
Variations and Extensions
After the initial survey questions are written,
another lesson will have the students narrow and
select no more than 12 for the final survey. After
survey is conducted, another lesson about
analyzing the results will need to take place.

CCSS:
Language (9-10) 3: Apply knowledge of language to understand how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Writing (9-10) 7: Conduct short as well as more sustained research projects

Lesson Title: Anatomy of an Annotated Bibliography


Subject: English

Essential Question for this unit:


What role
does communication play in the health of a
community?
[HT2]

Overview: Students learn the various parts, structure, and format of


an annotated bibliography
Connection to Culminating Experience:
After the survey is complete and students have a better idea of what
topics their video PSAs will address, students will do research to find
out more about their topic. The annotated bibliography will be the
product students produce to demonstrate they have done sufficient
research.

Topical Essential Questions for this unit:


How can I make researching a more effective
process?
How can I demonstrate to others information
learned from sustained research?

Goals/Objectives:
Students will be know and be able to

Identify the components, structure, and


format of an annotated bibliography

Time: 45-55 minute period


Materials/Supplies/Equipment:

Info sheets about the different topics for the subject groups

Blank annotated bibliography template

Resources

Easybib.com for help with citations

OWL Purdue website for help with MLA formatting


Prior Student Learning:

Lesson Activities:
Lesson Introduction
Do Now warm-up prompt: Today you will be
working in two different groups. What is one
goal you can set for yourself to ensure you are a
good group member and contribute to the
Students have +/- 5 minutes to complete
Lesson Development
Jigsaw Part 1 Subject Groups
Students get into subject groups to learn about
one aspect of an annotated bibliography. These
include: formatting (MLA), summary-writing,
assessment, evaluation, works cited, and
evaluating online sources. Each subject group
gets some type of teacher-provided or generated

12

resource that includes information on the specific


topic in detail. The subject groups job is to learn
the content well before moving into their home
group to share the information learned. Teacher
checks in with each subject group briefly to check
for understanding and answer any questions.
Jigsaw Part 2 Home Groups
Students transition into heterogeneous home
groups where there should be at least one
representative from each of the subject groups.
Each expert on a subject discusses their
learning and explains the information to the
others. Students take notes on a blank annotated
bibliography template.
Lesson Closure:
Teacher provides examples of completed
annotated bibliographies from previous
classes/students and students practice
identifying the different parts and evaluating
how well each were completed.
Work-Based Learning:
Teacher can explain how annotated
bibliographies are used in university-level
research and the possible careers that might use
and access them.
Possible Prior Student Misconceptions (if
applicable):
Students might have a difficult time
understanding how to be objective in their
assessment of a resource, wanting to default to
something like I really liked this article. It was a
good article.
Student Assessment Artifacts
First student artifact:
Filled in anatomy sheet with framework of
annotated bibliography
Variations and Extensions
The next step will be to allow students time to
conduct research on their topic. As an alternative
to an annotated bibliography, students could
write rhetorical prcis instead. Similar concept
but different format.

13

CCSS:
Writing (9-10) 7: Conduct short as well as more sustained research projects (including a self-generated question)
or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the subject under investigation.
Writing (9-10) 4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.

Lesson Title: Script writing and how to create a specific tone


Subject: English
Overview:
Students will experience how word choice and order can affect the
tone of something and apply that knowledge to drafting the scripts
to their PSAs. The worksheet used here will also be used in their
Video Productions class so not all parts will be completed in this
class.
Connection to Culminating Experience:
Writing an effective script is crucial to the success of the video PSAs.
Time: 45-55 minute period

Essential Question for this unit: What role does


communication play in the health of a
community?
Topical Essential Questions for this unit:
What tone do I want my PSA to have?
How can tone affect effectiveness of a video PSA?
Goals/Objectives:
Students will be know and be able to

Analyze word choice and order and how it


affects the tone of a text

Use knowledge of tone to select words,


phrases, and images to incorporate into the script
for a video PSA

Materials/Supplies/Equipment:

Public Service Announcement Script Template

Copies of the poem, Lost Generation by Jonathan Reed (included


after this lesson for reference)

Access to computer lab or tablets (optional for this specific lesson


but students will need access for the research of information/statistics and
images)
Resources

Optional sample video PSAs


Prior Student Learning:

Simultaneously in their video productions class, students are


learning various aspects to creating video PSAs and all the
steps involved in that process

Lesson Activities:
Lesson Introduction
Do Now warm-up prompt: Create a list of images
that symbolize the following:
Toughness, cruelty
Toughness, strength
Students have +/- 5 minutes to complete
Lesson Development
Intro to Tone and Analysis of Lost Generation
Teacher provides quick overview of tone and
some tips for how to identify it (details, imagery,
diction, and syntax combined create the tone).
Class reads the poem Lost Generation and
discusses/analyzes what the tone is. Students
identify which words, phrases, and details lead to
their conclusions. Then, the class reads the poem
backwards, line by line. The tone changes so that
is then discussed. Students again identify which
words, phrases, and details lead to their
conclusions. Questions to pose: Are they the
same words? If so, how could the same words
create a different tone? Teacher summarizes the

14

importance of tone in getting certain messages


across and that the students will need to focus on
this when outlining and writing their scripts.
Group Work Time
In groups that have been formed for creating the
video PSAs, students start to draft ideas and
scripts. They use the provided template to
brainstorm things like main idea, message,
emotions, catch phrases, images, etc. Teacher
checks in with each group to provide feedback
and offer help.
Lesson Closure:
In a quick whip-around, each student or each
group shares something that they accomplished
or learned today.
Work Based Learning:
Since students will be working in their project
groups, the various career-related roles like
director, producer, editor, etc. will be
represented and students can look at the work
from that perspective.
Possible Prior Student Misconceptions (if
applicable)
Student Assessment Artifacts
First student artifact:
Script Template
Second student artifact:
Variations and Extensions

CCSS:
Reading Literature (9-10) 4: Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and
tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
Writing (9-10) 4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.

LostGenerationbyJonathanReed

Iampartofalostgeneration
andIrefusetobelievethat
15

Icanchangetheworld
Irealizethismaybeashockbut
Happinesscomesfromwithin.
isalie,and
Moneywillmakemehappy.
Soin30yearsIwilltellmychildren
theyarenotthemostimportantthinginmylife
Myemployerwillknowthat
Ihavemyprioritiesstraightbecause
work
ismoreimportantthan
family
Itellyouthis
Onceuponatime
Familiesstayedtogether
butthiswillnotbetrueinmyera
Thisisaquickfixsociety
Expertstellme
30yearsfromnow,Iwillbecelebratingthe10thanniversaryofmydivorce
Idonotconcedethat
Iwillliveinacountryofmyownmaking
Inthefuture
Environmentaldestructionwillbethenorm
Nolongercanitbesaidthat
MypeersandIcareaboutthisearth
Itwillbeevidentthat
Mygenerationisapatheticandlethargic
Itisfoolishtopresumethat
Thereishope.

KeepinmindAllofthiswillcometrue,unlessyou
reverse
it.

Lesson Title: Persuasive Techniques in Advertising


Subject:English

Overview:Afterlearningcommonadvertisingtechniques
studentswillanalyzeadstoidentifythetechniquesand
evaluatetheireffectiveness

ConnectiontoCulminatingExperience:

Essential Question for this unit: What role does


communication play in the health of a
community?
Topical Essential Questions for this unit:
What techniques are used to make
advertisements persuasive?
Goals/Objectives:

16

The video PSAs will need to be persuasive to their audience so


learning techniques that will do that is crucial.

Students will be know and be able to

Define, identify, and analyze common


persuasive techniques used in advertising

Time: 45-55 minute period

Materials/Supplies/Equipment:

Handout with definitions and examples of techniques

Sample commercials to analyze

Resources

Prior Student Learning:

Students will have previously learned about tone and how the
use of precise words can affect tone. Tone can be connected to
the persuasiveness and effectiveness of the message.

Lesson Activities:
Lesson Introduction
Do Now warm-up prompt: Whats your favorite
commercial or ad? Why do you like it? Is it
effective? How?
Students have +/- 5 minutes to complete
Lesson Development
Direct Instruction: Techniques
Students and teacher will review a handout that
has definitions and examples of advertising
techniques. These include: ethos, pathos, logos,
avante garde, weasel words, magic ingredients,
patriotism, transfer, plain folks, snob appeal,
bribery, and band wagon. While reviewing these,
students can share ads theyve seen that use
these techniques.
Ad Analysis
Teacher plays a variety of commercials and
students look out for what techniques are being
used. On a worksheet they record the technique,
and explain how what they saw is an example of
that.
Work Based Learning:
During this lesson, or one similar where students
watch an episode of documentary show that
highlights working in an ad agency, students
discuss various career options in that sector.
Lesson Closure:
Students share what commercials, out of the
ones watched today, were the most effective and
also discuss what techniques would best apply to
their PSAs.
Possible Prior Student Misconceptions (if
applicable)

Student Assessment Artifacts


First student artifact:
Notes worksheet

17

Second student artifact:


Variations and Extensions

CCSS:
Reading Informational Texts* (9-10) 3: Analyze how the author unfolds an analysis or series of ideas or events, including
the order in which the points are made, how they are introduced and developed, and the connections that are drawn
between them.
Reading Informational Texts* (9-10) 4: Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and
tone (e.g., how the language of a court opinion differs from that of a newspaper).
*For this lesson, a text will be a sample advertisement, either in print or video form

Lessons: Science
Lesson Title: Discovering Viruses and Bacteria
Subject:Science

Overview:Thestudentslearnandanalyzetheimportant
differencesbetweenbacteriaandviruseswithrespectto
theirrequirementsforgrowthandreplication.

ConnectiontoCulminatingExperience:Studentswilluse
thisinformationtoanalyzeandmakeaconclusionabout
whattypeofinfectionismostconcerningtothestudent
body.

Time:4555minuteperiod

Materials/Supplies/Equipment:

Microscopewithvirusandbacteriaorganizms

Sciencelog

PriorStudentLearning:
Studentshavebeenlearningaboutiwhatarenfectious
diseases,andhowtheyarecaused.

EssentialQuestionforthisunit:Whatrole
doescommunicationplayinthehealthofa
community?
[HT1]
TopicalEssentialQuestionsforthisunit:
Howdoweidentifythehealthneedsofa
community?

Goals/Objectives:
Studentswillbeknowandbeableto

analyzemicroorganisms

recognizethedifferenceinvirusand
bacteriaorganisms

LessonActivities:
LessonIntroduction
DoNowwarmupprompt:Howdoweget
sick?

LessonDevelopment
DirectInstruction:Analysis
Studentswilllookatdifferentslidesto
determinethedifferencesbetweenvirus

18

and bacterial organisms. Students will record


differences in their science log.
Question Development
Now students start developing their own
questions about how viruses and bacteria grow
and replicate. Why they are different, how they
might be cured if there is one.. based on their
observations.Working in pairs students write
predictions about their questions.
Discussion
Teams pair up to see if othersa are asking the
same questions and have similar predictions to
their questions.
Lesson Closure:
Ask students to report out their findings and
predictions to gain a class concensus of theeir
knowledge.
Work Based Learning: Students get the chance to
practice communication skills with their peers
when they pair share and report out their
findings and predictions.
Student Assessment Artifacts
First student artifact:
Science Log of observations
Second student artifact:
predictions formed based on their observations
and prior knowledge
Variations and Extensions

CCSS:
Writing (9-10) 7: Conduct short as well as more sustained research projects (including a self-generated question)
or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the subject under investigation.
NGSS:
HS-LS4-1: Communicate Scientific Information:
HS-LS4-4. Construct An Explanation Based on Evidence:

Lesson Title: Body Defenses: Skin and the Immune System


19

Subject: Science
Overview: The students learn the role of skin and the immune
system as the body's primary defenses against bacterial and viral
infections.
Connection to Culminating Experience:
The students will learn how virus and bacterial infections are
prevented or fought off with body organs. This will help the student
determine what is the best way to prevent or cure the school wide
health concern once the survey is conducted.

Essential Question for this unit:


What role
does communication play in the health of a
community?
[HT2]

Topical Essential Questions for this unit:


Why are body defenses important?
Is this information something I need to know to
cure or prevent infectionous diseases?

Goals/Objectives:
Students will be know and be able to

Identify the roles of skin and the immune

system as primary defenses against viruses and


bacteria infections.

Time: 45-55 minute period


Materials/Supplies/Equipment:

Health Video on infections


Infection Lab Kit
Science Log

Resources

ConnectEd
Ed World
Science Log

Prior Student Learning:


The student has working knowledge o f the difference between
bacterias and viruses, how they grow and replicate.

Lesson Activities:
Lesson Introduction
Do Now warm-up prompt: Today you are going
to explore how our own bodies can be a great
defender of infection.
Lesson Development
Jigsaw Part 1 Defense Groups
Students get into body defense:groups to learn
about one aspect of ahow either skin or our
immune systems help defend against infections.
Each subject group gets some type of
teacher-provided or generated resource that
includes information on the body part tin detail.
The subject groups job is to learn the content
well before moving into their home group to
share the information learned. Teacher checks in
with each subject group briefly to check for
understanding and answer any questions.
Jigsaw Part 2 Home Groups
Students transition into heterogeneous home
groups where there should be at least one
representative from each of the subject groups.
Each expert on a subject discusses their
learning and explains the information to the
others. Students take notes in their science log.
Lesson Closure:
Teacher provides examples of ways infections are
prevented or treated and students will determine
if a body part was the primary defender and if so,
which one.
Work-Based Learning:
Industry is driving the students outcomes

20

Possible Prior Student Misconceptions (if


applicable):
Students might need additional information
about the immune system
Student Assessment Artifacts
First student artifact:
Science Log
Variations and Extensions

NGSS:

HSLS44.ConstructAnExplanationBasedonEvidence:
HSLS41.CommunicateScientificInformation:

Lesson Title: Other Defenses: Antibiotics and Vaccinations


Subject:Science

Overview:
Thestudentslearntheroleofantibioticsandvaccinations
aseffectivetreatmentsforavarietyofinfectionsinfections.

ConnectiontoCulminatingExperience:
Discoveringallthewaystocombataninfectionisvitalto
givingtheschoolstudentbodythecorrectinformation
abouthowtodealwiththeirhealthconcerns.

Time:4555minuteperiod

Materials/Supplies/Equipment:

computer&internet
recentnewsarticles
ScienceLog
Resources

EssentialQuestionforthisunit:Whatrole
doescommunicationplayinthehealthofa
community?
TopicalEssentialQuestionsforthisunit:
WhatinformationdoIprovidethatwillbe
accurateyetunderstandablebyall
students.?

Goals/Objectives:
Studentswillbeknowandbeableto

determinetheneedforantibiotics

determineifavaccinationis
availableandifitsappropriate.

LessonActivities:
LessonIntroduction
DoNowwarmupprompt:Createalistof
infectionsorillnessesyouvehadorhave
heardof
.

Publichealthwebsite

PriorStudentLearning:

Studentshavelearnedabouttypesofvirusesand
bacteria,inEnglishtheyhavesurveyedthestudent
bodytonarrowdowntheystudentshealthconcerns.

LessonDevelopment
DirectInstruction:
Studentswillsharetheirlistofinfections
orillnesseswiththeirtables.Theteacer
willmakealistonchartpaper.Students
willaddastheyexplore.Theteacherwill
discussthedifferencebetween
vaccinationsandantibiotices.The
studentswilltakenotes.

21

Group Work Time


In groups the students will determine what
illness or disease can be prevented or cured
based on their research. The students will be
given time to look up the listed diseases once a
prediction about each one is made.
Lesson Closure:
Students will compare their thoughts with the
findings from their research. The students will
share out with a quick whip-around.
Work Based Learning:
Taking the information theyve learned and
applied it to their conclusions.
Possible Prior Student Misconceptions (if
applicable)
Student Assessment Artifacts
First student artifact:
science log
Second student artifact:
Reflection of their comparison
Variations and Extensions

NGSS:
HS-LS4-1: Communicate Scientific Information:
HS-LS4-5. Evaluate the Evidence Supporting a Claim:

Lessons: Digital Media


Lesson Title: Planning Digital Videos
Subject:VideoProductions

Overview:Thestudentswilllearnaboutandbeable
todemonstratetheabilitytoplanforaudio,graphic
images,stillimages,andvideoimagesthattieto
themessageoftheupcomingvideo.

ConnectiontoCulminatingExperience:Planningis
essentialinthedevelopmentofavideo.

Essential Question for this unit: What role does


communication play in the health of a
community?
Topical Essential Questions for this unit:
What do we goes into making a video?
What do you think that you need to know to
what skills do you think that you need to have to
develop a digital video?
Goals/Objectives: Students will know and be able
to

22

Time: Two 55 minute periods

Materials/Supplies/Equipment:

Analyze a video for the planning that is necessary


for the production of the video
Analyze a video for the digital video production
components that go into a video.

Resources

https://www.youtube.com/watch?v=2elrmhzrAJ0
Storyboard
Prior Student Learning:

Students have been learning about different jobs in digital


video production. This gives them the basic understanding of
what goes into creating a video and the terminology that they
need to use.

Lesson Activities:
Lesson Introduction
Do Now warm-up prompt:
Students make a before answer to the two
essential questions for the unit.
Lesson Development
Direct Instruction:
Students watch the
public service
announcement video about stress in students
.
As the students watch the video, they are to take
notes on all the elements of the video that they
recognize that they may need to do. Meet with a
partner to compare what they have. Create a
class list of all the elements that are present.
Watch it an additional time see if we can add to
that list (may need to lead them to get all the
elements).
Group work: Students work together to create a
storyboard of the video that we watched. They
are given the link to what the video to watch as
needed. They are responsible for creating simple
images in the storyboard and implementing the
audio and digital effects that are on the video as
well.
Work Based Learning: Students recognize the skill
set necessary for the development of a video.
Lesson Closure: Student create a list of tools
that we need to learn how to do in video
productions to create. Additionally, students will
answer the following question, When
developing and planning your storyboard for
your own video, what elements do you need to
plan for?
Possible Prior Student Misconceptions (if
applicable)
Students think that they can just make a video
that is great without planning. They need to
understand all the elements that they need to
plan for.

23

Student Assessment Artifacts


First student artifact: List of elements from
watching the video.
Second student artifact: Student Storyboards
Variations and Extensions: Answer to the closing
question.

CCSS:
Design an audio, video and/or film production
Describe the types of media used in digital video production: graphics, still images, video clips, audio clips, and animation

Lesson Title: Planning a Digital Video


Subject:VideoProductions

Overview:Demonstratetheabilitytoplanforavideo
production:decideteamroles,developstoryboard,and
determinenecessaryimages

ConnectiontoCulminatingExperience:Studentswillshow
howtheycanplanforadigitalvideoproduction

Time:555minuteperiodclasses.Onedayforinitial
instruction.Additionaldaysforplanning,capturing,
editing,andpresentingvideos.

Materials/Supplies/Equipment:

http://www.mediacollege.com/video/shots/
Storyboard
Script:
https://docs.google.com/a/mypusd.org/document/d/1g
BruUKMbSaulWIzFC7aF7rYISYnJp0RNrfHmjluvy0/edit
#heading=h.fzo9hkq1tc79
PriorStudentLearning:
Studentshavebeenintroducedtothestoryboardsandto
thecomponentsofwhatmakesupavideo.
Studentswillhavelimitedexperiencewithvideoediting,but
through experience, they seem to be able to get a basic

Essential Question for this unit: What role does


communication play in the health of a
community?
Topical Essential Questions for this unit:
When making a video, how do we use video to
help us get our point across?
Goals/Objectives:
Students will know and be able to

The types of shots that are used in video


productions and the purpose to those shots.
Lesson Activities:
Lesson Introduction
Do Now warm-up prompt:
Students watch a brief video and answer, How
do the different shots affect the video?
Lesson Development
Direct Instruction:
Student are provided with a link that gives them
information on the different types of shots in
video productions. They fill out a graphic
organizer by telling what the type of shot is and
the purpose behind the shot.
Check the work to see understanding.
Group work: Students are given a script about
drought in California. They are responsible for
planning out the shots that would go with the

24

understanding of the video editing software by being able to try it


out. This is a good way to get to see questions that some students
have and to see knowledge that others have. There will be a lot of
hands-on, individual instruction for this part. It is important to get
them shooting and editing video as soon as possible so that they
keep their interest level up. Further instruction on editing will be
given, and it is definitely necessary.

script. They must use seven different types of


shots and have a purpose behind completing the
shots. When they have completed the planning
on a storyboard and it has been checked, they
can go out and capture the images or collect
images from the internet. As a continuation,
students will get to edit their videos.
As a class, we will present the videos. Students
need to tell why they used the specific shots that
they used and then present the video. Students
in the class will give them feedback on their
videos.
Lesson Closure: Presenting videos
Student Assessment Artifacts
First student artifact: Graphic organizer
Second student artifact: Storyboard
Variations and Extensions: Complete videos.

CCSS:
Design an audio, video and/or film production
Demonstrate the use of basic tools and equipment used in audio, video and film production.

Lesson Title: Video Editing


Subject: Video Productions
Overview: The students will learn about the specifics of using digital
video software (iMovie and/or Final Cut Pro) to edit a final video
project.

Essential Question for this unit:


What role
does communication play in the health of a
community?
[HT2]

Topical Essential Questions for this unit:


Goals/Objectives:

Connection to Culminating Experience:

Students will be know and be able to

Time: 45-55 minute period


Materials/Supplies/Equipment:

Link to Nepris for telementoring on Final Cut Pro

Resources

Prior Student Learning:

Lesson Activities:
Lesson Introduction
Do Now warm-up prompt:
From previous experience, what did you learn
about the video editing software?
Lesson Development
Students will be provided with a basic overview

of the parts of the Final Cut Pro software by an


industry professional using Nepris to
teleconference (Nepris provides a link to industry

25

professionals for this type of project. The


professionals will give a Skype like
presentation to the class. If this is not available,
the teacher can use a LCD projector for the same
presentation.) Students are responsible for
taking notes about the tools on the work screen.
The will be provided with a graphic organizer
with icon that match those on Final Cut Pro (or
whatever software the school uses). They need
to explain what each tool does and how it can be
used.
Students will be given time to ask questions of
the presenter if it is live (They do have recorded
sessions, and it may be best to record one session
and play it back to other classes if the presenter
has limited time.)
Group work: All students will use the same
footage and the same script for a pre-planned
public service announcement. They will work in
groups to use the editing tools that were
discussed in the presentation. Students will
produce a 1 minute video with audio (music and
voiceover).
Students will need to keep track of the specific
tools they used in editing the video and provide
the list to the teacher. They need to explain
what tool they used and the effect that it had.
Lesson Closure: Student present their videos and
explain the edits that they made.
Work-Based Learning: Use of the presenter will
give the student a real-world connection.
Student Assessment Artifacts
First student artifact: Notes on presentation.
Summary of learning.
Second Student artifact: Student videos
Variations and Extensions: Students will be able
to produce different videos. Introduce
green-screen effect and after-effects to give them
options.

CCSS:
Design an audio, video and/or film production
Demonstrate the use of basic tools and equipment used in audio, video and film production.

26

ULMINATINGEXPERIENCE:
C

Theculminatingexperienceforthestudentsistotaketheirlearningfromthethecoreclasses
andthevideoproductionsclassaswellastheresultsfromthestudentsurveysandcreatea
videoPublicServiceAnnouncement
inwhichthey
informstudentsaboutthehealthconcerns
ofthecampusand
provideinformation
inhowstudentscouldgetmoreinformationorcould
gethelp.OptionsforthePSAwillbelefttothestudentsastheyareexpectedtoshowsome
creativityintheproductaswellas
Therewillbetwodifferentpartstotheculminatingexperience.Thefirstpartwillinvolve
playing
broadcastingthevideoPSAs
overtheschools
morningannouncements
.Eachday
themediapathwayrunsthevideomorningannouncementproductionssoitwillbeeasyto
addthePSAs.Theywillbeairedoveraweeklongperiod,withafewplayingeachday.If
studentswantedfeedbackonthevideostheycouldeasilysetupan
onlinesurveyforstudent
totakeandvoteontheirfavoritesorofferfeedback
onhowwelltheinformationwas
presentedorhowpersuasivethePSAwas.Anextensionofthisisforstudentstodeliberately
getfeedbackfromtheirpeersandthecommunityonthestyle,quality,andeffectivenessof
theirPSAs.Theydothisthroughanonlinesurvey.Ifthepathwayhasaccesstotablets,
studentscouldwalkaroundduringlunchorvisitotherclassestohavetheirpeerswatchand
voteontheirfavoriteone.
VideoscouldbepostedontheschoolwebsiteorYouTube
channel
forcommunitymemberstovote.Some
award
wouldgotothewinninggroupperhapsatrip
toaproductionstudio,airingthevideoonalocalTVchannel,etc.

ThesecondparttotheculminatingexperienceisplayingthevideoPSAsataschoolrun
communityhealthfair
.Thehealthpathwayattheschoolorganizesacommunityhealthfair
anddifferentstudentgroups
setupboothswithactivities,information,anddemonstrations
on
varioushealthtopics.Communitymembersandfeederschoolsliketheelementaryand
middleschoolsintheareavisitthefair.Thestudentsinthemediaacademyandvideo
productionclass
playtheirvideoPSAsatthefair
whereindustrypartnersandcommunity
membersevaluatetheworkusingthesecondpartoftherubric.Industrypartnersand
studentswillhaveachancetodiscussthevideosandtheprocess,andthepartnerswilloffer
realtime,inpersonfeedbacktothestudents.

Whatauthenticindustrythemedproduct,service,orperformanceisrequiredof
studentsattheendoftheunit?
Science:
Thestudentswillcreatean
informationonesheet
regardingthehealthissued
identifiedbythestudentsschoolsurvey.Thestudentswillincludethe
differencesofbacteria
andviruses
,howthe
bodydefends
itselffromtheseinfectionsandhowsciencedriven
remedies
helpinthefightofpreventionorcures(antibioticsandvaccinations).

27

VideoProductions
(finalpiece):Studentswillworkwithateamtoplan,shoot,editand
producea
PublicServiceAnnouncement
videosegmentinwhichtheyshowanunderstanding
ofthehealthissuesstudentsarefacingoncampusanddeliveramessagetotheconcerned
studentsoncampus.(
Studentswilldeterminepurposeofmessage
:fixtheproblem,
recognizetheproblem,avoidtheproblem,etc.)

English:
The
scriptwritingprocess
willmimictheprocessthatisusedintheadvertisingand
marketingindustrytogenerateideasandplanscriptsandstoryboardsforthePSA.

Whichstudentlearningoutcomesaredemonstratedbythisauthenticassessment?

Science:
HSLS41.CommunicateScientificInformation:Thestudentswillcommunicatethescientific
findingsthroughaonepagefactsheet.
HSLS44.ConstructAnExplanationBasedonEvidence:Thestudentswillexplainhow
virusesandbacteriaareformed,reproduced,contracted.Thestudentswillgiveexamplesof
evidence.
HSLS45.EvaluatetheEvidenceSupportingaClaim:Thestudentswillresearchmultiple
examplestomakeaconclusion.

Video:

Studentswillshowtheirlearninginvideoproductionsandshowthattheycanplan,
shoot,andeditavideo.Studentswillalsoapplylearningfromotherclassesbyusingscripts
fromthelanguageartsclassandevidencefromscienceclasstoshowwhattheyhave
learned.
English
:SpeakingandListening4,Writing8,Writing3AE,ReadingInformationalTexts6

Howdoesthisproduct,service,orperformancerequirestudentstodemonstrate
masteryofstudentlearningoutcomes?

Science:
Theinformationonesheetrequiresstudentstosynthesizealloftheirlearning,
determinemostimportantinformationtocommunicate,andbestwaytomaketheironesheet
appealingtothestudentbody.

Video:
Studentswillworkthroughouttheyearonseveralelementsofdigitalvideo
productions,andthisculminatingprojectrequiresthatthestudentsputalloftheselearning
goalstogether.Themuststoryboard,usetextandgraphics,beabletocaptureeffective
images,andeditusingcomputereditingsoftware.

English:
Studentswillhavetosynthesizetheinformationfromthesurvey,theirresearch,and
instructiononpersuasivetechniquesandscriptwritingtocompetethefinalvideoPSA
product.

28

Who(industryprofessionals,communitystakeholders,parents,etc.)willcollaborate
withstudentsandassessstudentwork?Describethedifferentrolesadultsplayinthe
unitasawholeandtheculminatingexperienceinparticular.

Science:
3DoctorsfromKaiserPermanentetheywillmentorthestudentsondeveloping
theirinformationonesheet.Parentsandteacherstheywillattendthecommunityhealthfair.
Bothwillalsobeaskedtocompletearubrics,gradingeachteam.Studentstheywillview
thevideoannouncementsandgivereflectivefeedbackregardingthescientificcontentand
howitrelatestotheirlives.

VideoProductions:
Industryprofessionalswillvisittogivelessonsthroughouttheyearto
helpstudentsunderstandhowtomaketheirvideosbetter.Thesesameprofessionalswill
assessthefinalprojectsaspartofapanel.

English:
Studentswillwatchanepisodeofadocumentaryshowthatgivesthemaninside
lookintowhatittakestoworkforanadvertisementormarketingagency.Theywillbe
analyzingwhattypesofresponsibilities,skills,traits,technology,collaboration,etc.isrequired
ofthejob.

Whatchoicesdostudentshaveintheculminatingexperiencetoaccommodatetheir
particulartalentsandlearningpreferences?

Science:
Studentswillhaveachoiceregardingwhatrolestheywilltakewithintheirgroups:
Examplesofroles:Groupleader,researcher,analyst,notetaker,designer,editor.
Theroles
canbespecificforeachgroup.Havingstudentroleswillaccommodatestudenttalentsand
learningstyles.

Video:
StudentsaretoproduceavideoPublicServiceAnnouncement,buttheyhaveoptions
fromthere.Theycanusestillimagesorvideoimages.Theycandeterminethepurposeof
theirmessage.
English:
StudentswillhaveachoiceontopicfortheirPSAandwillmakeallthedecisions
aroundtone,message,etc.forthePSA.

Howlongshouldittakestudentstocreatethefinalproductorperformance?How
muchtimewillittaketoevaluateallofthestudentwork?Explainhowthisa
reasonableamountoftimeintermsoftheamountofcontenttaughtandthe
commitmentrequiredofcommunityandindustrypartner:
Science:
Thestudentswillbeginpiecingtogethertheirfinalproductattheendofthefirst
week.Asthestudentsworkthroughtheirconceptseachweek,theywillkeepofjournalof
importantinformationtheywanttoincludeintheironesheet.Thefinalweek(week4),the
studentswillbeallowedthatentireweektochooseinformation,determinehowtheywantto
presentit,andcreatetheirinformationonesheet.Thisisareasonableamountoftime
29

becauseitgivesthestudentsandtheirmentors4weekstoputtogethertheirideas.Italsois
nottootimeconsumingforcommunityandindustrypartnerstoevaluatethestudentswork
becausetheevaluationwilloccurduringthecommunityhealthfair.

VideoProductions:
Ideallythefinalprojectwouldbecompletedinaboutatwoweektime
period.Studentsshouldbeabletoplanandproducethevideoinclassduringthistime.Itwill
takealittleoutofclasstimetoworktogethertogathertherequiredimages,butonawhole,
thevideowillbemostlyproducedduringclasstime.
Fortheassessment,itshouldprobablytakeabouttwoperiodstoassesstheprojects.
StudentswillhavetopresenttheirPSAsandanswerquestionsfromapanelatthecommunity
healthfair.Studentsmustbepreparedtojustifywhattheyhavedone.Studentsalsowill
gradedindividuallyinthisgroupprojectontheirspecificjob.
English:
Studentswillhaveaboutaweekandhalftoworkonthescriptwritingprocess.They
willgetformativefeedbackthroughoutthattimeastheteacherchecksinwitheachgroupona
dailybasisduringclass.Itwilltakeprobablyanhourortwotoassessthefinaldraftsofthe
scriptsandofferanyfinalformativefeedbackbeforetheyusethescripttorecordthevideo
andvoiceover.

IntegratedProjectRubric
Process
*

Category
Story Board

Script

Work Log

Beginning

Developing

Proficient

Exemplary

Does not
represent the
sequence of shots
in the video.
Storyboard
descriptions are
vague or
incomplete.

Sketches are in a
logical sequence, but
do not give adequate
descriptions of the
video scenes, audio
background, or
dialogue notes.

Includes sketches
of each video
scene and
includes some
planned
descriptions,
audio notes,
effects notes, and
dialog for every
scene.

Demonstrates
detailed planning on
the video shot
sequence, scene
descriptions, audio
and effects notes,
and dialog for every
scene.

Includes more
than 10
grammatical
errors,
misspellings,
punctuation
errors, etc.

Includes 5 - 10
grammatical
errors, misspellings,
punctuation errors,
etc.

Includes 1 4
grammatical
errors,
misspellings,
punctuation
errors, etc.

Grammar, spelling,
punctuation,
capitalization are
correct. No errors in
the text.

Very minimal
comments about
few activities on
the work log.

General comments
on daily activities.

Thorough listing
of daily activities,
but no reflections.

Includes descriptive
detail
and reflections on
daily

30

activities

Product
*

Cooperative
Group Work

Cannot work with


others.
Cannot share
decisions or
responsibilities.

Works with others,


but has difficulty
sharing decisions and
responsibilities.

Works well with


others. Takes part
in most decisions
and contributes
fair share to
group.

Works well with


others.
Assumes a clear role
and related
responsibilities.
Motivates others.

Overall Content

Message is
unclear. Includes
little essential
information and
one or two facts.

Message is vaguely
communicated.
Includes some
essential information
with few facts.

Message is clearly
communicated.
Includes essential
information.

Strong message.
Covers topic
completely and in
depth.
Includes complete
information.

Technical:
Digital
Enhancements
or Effects

Little or no
enhancements add
interest to the
video, or excessive
use of random
enhancements
detracts from the
video.

Digital
enhancements
accompany video,
but there is little sign
of reinforcement.
Some tendency
toward randomness
with effects.

Any digital
enhancements
that are used
combine
smoothly and
effectively with
the video.

Digital
enhancements are
planned and
purposeful, adding
impact to the story
line or focus.

Copyright &
Research

There are no
citations or are no
references to
copyright
information for
photos, graphics,
and music created
by others.
Lack of research
and analysis on
topic.

Citations are given,


but some multimedia
sources are not
identified with
references, and
permission to
reproduce is missing.
Research and
analysis of topic is
incomplete or
inaccurate.

Citations are
given, sources of
multimedia are
identified, but
permission to
reproduce is
missing.
Some evidence of
research and
analysis on topic.

Citations give proper


credit. Every photo,
graphic or sound file
is either original or
permission for its use
by the owner is
documented.
Strong evidence of
substantial research
and analysis on topic.

Controlling
Idea &
Persuasiveness

Attempts to
establish a theme
and be persuasive
but lacks a clear or
sustained purpose.

Establishes a theme,
but purpose and
persuasiveness is
weak, with some
lapses in coherence.

Establishes a
theme, with a
well-developed
purpose carried
through the video
with some
evidence of
persuasive
techniques.

Establishes a
compelling theme
with a
well-developed
purpose carried
through the video
through skillful use
of persuasive
techniques.

Organization

Attempts to use a
narrative
structure.

Applies a narrative
structure
(chronological or

Applies a
narrative
structure

Applies a complex
narrative structure
(chronological or

31

Articulating a
Science Related
Issue & Use of
Correct
Terminology

Composition is
disconnected or
rambling.

descriptive), with
some lapses in
coherence.
Awkward use of the
organizational
structure.

(chronological or
descriptive),
appropriate to the
purpose, task, and
audience.
Storyline clearly
conveys the
theme or
purpose.

descriptive),
appropriate to the
purpose, task, and
audience.
Storyline enhances
communication of
theme or purpose
and keeps the viewer
engaged.

Information about
the health issue is
vague or unclear.
Scientific content
is limited and/or
contains
inaccuracies.
Knowledge on
topic is limited in
scope.
Does not situate
the issue within
any other context.

Information about
the health issue has
gaps and/or is
inaccurate.
Scientific content is
limited but accurate.
Lacking in depth and
breadth of
knowledge on topic.
Situation of issue in a
cultural, historical,
and/or global
context is unclear.

Mostly accurate
information about
the health issue
(disease, illness,
immune system,
transmission,
related statistics,
treatment,
prevention, etc.)
is addressed.
Scientific content
is mostly accurate
with mostly
correct use of
terms and
concepts.
Some lack of
depth and
breadth of
knowledge on
topic.
Situates issue in a
cultural,
historical, and/or
global context.

Accurate information
about the health
issue (disease,
illness, immune
system,
transmission, related
statistics, treatment,
prevention, etc.) is
clearly addressed.
Scientific content is
accurate with correct
use of terms and
concepts.
Conveys depth and
breadth of
knowledge on the
topic.
Situates the issue
within their genres:
cultural, historical,
global context and
elaborates on the
significance of the
issue in these
contexts.

Student Product Example:


English 1
and
English 2
Student Product Example:
Science
Student Product Example:
Digital Media

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